LIBR 264-02
LIBR 264-10
LIBR 264-11
Materials for Young Adults
Fall 2009 Greensheet

Beth Wrenn-Estes
E-mail
Phone (Until Sept 8): (303)349-8488
Phone (After Sept 8): (510)410-1959


Greensheet Links Textbooks and Readings
Course Requirements
Elluminate Sessions
Grading
Weekly Outline
Assignments
Resources
ANGEL
ANGEL Tutorials
iSchool eBookstore


ANGEL Information: This course has an Angel site. The enrollment code for the site will be not be needed as the instructor will give access to all students enrolled in the class.

Course Description

Survey of materials in various formats including fiction, nonfiction, movies, CDs, computer games and other materials, and how they can meet the developmental needs of this age group. Collection development tools and techniques for this material will also be included.

Course Objectives

At the end of this course, students will be able to:

  1. Demonstrate an understanding of the external (societal) and internal (developmental) forces which influence young teens’ choices of recreational and informational sources and materials
  2. Evaluate selection tools, and use appropriate resources to develop a collection of materials for younger teens, including all appropriate formats
  3. Critically examine representative materials designed for younger teens and tweens, and apply criteria to evaluate them in relation to child development, multi-cultural concerns, and meeting the informational and recreational needs of this age group
  4. Create an appropriate materials collection for younger teens, including print and nonprint materials and a variety of the digital resources currently available for this age group
  5. Exhibit knowledge of published resources about literature for young teens and tweens, such as reference materials, selection tools, and Web sites
  6. Assist parents and caregivers with questions about appropriate materials for their tween children

This course supports the following SLIS Core Competencies:

  • articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of i ntellectual freedom
  • demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations
  • use the basic concepts and principles related to the creation, evaluation, selection, acquisition, preservation and organization of specific items or collections of information
  • use service concepts, principles and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users
  • apply the fundamental principles of planning, management and marketing/advocacy

Course Requirements

Questions, Comments, Concerns Discussion Thread
Please post all questions, concerns, and general comments on the thread provided under Lessons on the class Angel site. If your question or concern is of a personal nature, send directly to the instructor’s email.

It is your responsibility to ask the Instructor any questions or concerns you have about assignments or other materials provided for the class. The Greensheet and the class site in tandem provide you with as much information as possible but if you need clarification please ask.

Disclaimer: The instructor reserves the right to assign additional readings on the weekly outlines. These additions are announced to the class in advance.

Lectures
The instructor records and posts to the Class Blog and the SLIS server on different topics relevant to materials for tweens. BLOG (Blog is maintained by the Instructor is made with iWeb - the blog is not associated with SLIS/SJSU).

Blog Address
http://web.me.com/bwestes/Tweens_LIBR264_Fall_2009/Podcast/Podcast.html
SLIS Server Access: Links will be provided.

Elluminate Sessions
NOTE: All students in both sections MUST attend all four sessions.

  • OPTIONAL
    August 27 – 6:7:30 p.m. Pacific
    Overview of Class (walk-through the syllabus)
    Note: Students who cannot attend the session on August 27 will be able to listen to the archived copy of the session.
  • MANDATORY
    LIBR 264 (10) – ATTENDANCE REQUIRED FOR THOSE IN THIS SECTION ONLY
    September 24 - 7-9:30 p.m. Pacific

    Discussion of the Absolutely True Diary of a Part-Time Indian, Sherman Alexie
    Note: Discussion questions sent out in advance of session
  • LIBR 264 (02-11) – ATTENDANCE FOR THOSE IN THESE TWO SECTIONS ONLY
    September 30 - 7-9:30 p.m. Pacific

    Discussion of the Absolutely True Diary of a Part-Time Indian, Sherman Alexie
    Note: Discussion questions sent out in advance of session
  • LIBR 264 (02-11) – ATTENDANCE FOR THOSE IN THESE TWO SECTIONS ONLY
    October 21 – 7-9:30 p.m. Pacific

    Group Presentations – Groups 1-2-3
  • LIBR 264 (10) – ATTENDANCE REQUIRED FOR THOSE IN THIS SECTION ONLY
    October 29 – 7:9:30 p.m. Pacific

    Group Presentations – Groups 1-2-3
  • LIBR 264 (10) – ATTENDANCE REQUIRED FOR THOSE IN THIS SECTION ONLY
    November 12 - 7-9:30 p.m. Pacific

    Group Presentations – Groups 4-5-6
  • LIBR 264 (02-11) – ATTENDANCE FOR THOSE IN THESE TWO SECTIONS ONLY
    November 18 – 7:9:30 p.m. Pacific

    Group Presentations – Groups 4-5-6
  • LIBR 264 (02-11) – ATTENDANCE FOR THOSE IN THESE TWO SECTIONS ONLY
    December 1 – 7:9:30 p.m. Pacific

    Discussion of The Graveyard Book by Neil Gaiman
    Note: Discussion Questions sent out in advance of session
  • LIBR 264 (10) – ATTENDANCE REQUIRED FOR THOSE IN THIS SECTION ONLY
    December 3 - 7-9:30 p.m. Pacific

    Discussion of The Graveyard Book by Neil Gaiman
    Note: Discussion Questions sent out in advance of session

Grading
Grading scale is also included at end of greensheet(syllabus). Grades are not rounded up to the next grade level.

In principal, each student begins the class with a grade of "B", the standard grade for graduate level work. Students who complete the assignments and participate in all discussions will receive the B provided the quality of written work meets the standard of rigorous scholarly work for the University. What “above standard work” is clearly defined on the rubric. The breakdown for your course grade, based on the SJSU SLIS Grading Scale, is as meeting the following criteria:

  • The assignment approached from an original perspective
  • Greater depth of analysis than the written assignment expects
  • Critical evaluation readings by comparing them to other authors or sources.
  • Ability to organize information for themselves and others plus creates tools for life-long learning and knowledge retrieval.

Grading Rubric/Individual Assignment Evaluation Forms
The rubric for written assignments and the instructor individual Assignment evaluation forms are located on the Lessons page on the Angel course site.

Point Allocations By Assignment

AssignmentPointsDue Date
Presentation Groups 20 See Schedule
Issues/Observation Digital Resources 12 October 7
Author Study 15 November 19
Database Project - Blog 30 December 4
Discussion Threads (4 total; 2 pts. each) 8 See Schedule
Elluminate Book Discussion (Part-Time Indian) 7 Section 10 - September 24;
Sections 2/11 - September 30
Elluminate Book Discussion (Graveyard Book) 7 Section 2/11 - December 1;
Section 10 - December 3
SOTES Completion 1 End of Semester
TOTAL POINTS 100  

NOTE: The instructor reserves the right to deduct points for any work not done on time, missed Elluminate sessions or non-participation in discussion threads.

Plagiarism
The instructor has a zero tolerance policy in regards to plagiarism and will inform the University of any incidences of plagiarism immediately. The University will decide on any disciplinary action.

E-mail Subject Lines/Naming of Assignment Files

  • Format for subject line for all email correspondence:
    LIBR 264_02_10_11_YOUR LAST NAME
  • Format the file name for all of your assignments:
    LIBR 265_02_10_11_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE

E-mail Response Time
Instructor answers email on a regular basis throughout the day and evenings. Email will be answered within 24-hours of the instructor receiving it. The instructor, from time-to-time, may have to increase the RESPONSE time between receipt and answer but will inform the class in advance, IF and when, a longer response time is needed.

Crisis or Emergency
Please call the instructor if a situation will prevent you from doing assignments, elluminate sessions and discussion threads. You will receive a zero for any course work missed unless you have received permission from the instructor to miss the assignment. The instructor has the right to mandate additional work to make up for the missing the assignment. The instructor may deduct points (the number of which is determined by the instructor) for any work not done on time, missed elluminate sessions, or non-participation in discussion threads.

Instructor’s cell phone number is 303-349-8488 (pacific time zone) – after September 8th the number will change to 510-410-1959.

Course Calendar
Subject to change with fair notice.

Technology Requirements
You must have a high-speed connection (DSL, cable, etc.) to successfully take this class. Please see the handout Technology Requirements and Instructions for Success.

SOTES
Students evaluate the course and instructor at the end of each term. An announcement will go out from the administration letting students/faculty know when they are available to complete. Those completing the SOTES, and informing me of doing so, will receive 1 point. The importance of SOTES is very easy to describe – it is the student voice to the administration and the instructor and it is so very important to improving courses and instruction.

Discussion Threads - Mandatory
There are seven discussion threads each worth two points. Two posts per discussion thread are required. The first post must be a substantial post addressing the assigned topic and must include your insights and opinions on the topic and citations references used to form your post. The substantial post must be posted on the thread by midnight Thursday of the week assigned. The second post must be a response to one of you classmates and this post must be on the thread by the 5pm on Sunday of the week assigned.

Discussion threads are to create a meaningful dialog in written format addressing current questions and issues in tween and younger teen materials in school and public library environments. The content of these written discussions held to the same standards as your written assignments are and this includes attention to grammar and spelling.

Competencies: 1,2/Objectives: A, C

DISCUSSION THREAD SCHEDULE
NOTE: Each section (02/11 and 10) will have own thread to help limit the number of posts per thread since the class size is large in each section. The dates and subject matter are the same for both sections.

  • Week 1 (0 pts) August 24 – August 30
    Tell the class about your background, occupation, where you are in the program and any other family or personal information you would like to share with the class.
  • Week 4 (2 pts) September 14 to September 20
    Discussion of brain and developmental stages of adolescents 9-14
  • Week 7 (2 pts) October 4 to October 11
    Write a short booktalk aimed at a specific age group we are studying. It must be original. Post on the discussion thread and relate why you chose the title and why you think what you wrote will be appropriate for the age group you selected and in what settings you see performing it.
  • Week 11 (2 pts) November 2 – November 8
    Discuss other materials (non-print) – value of gaming, movies, music to tweens of this age and what youth services librarians need to think about when developing/creating collection, programming and services for these age groups. 2 points (2 posts per student)
  • Week 15 (2 pts) November 30 to December 6
    Reflect back on the semester. What did or did not enjoy about this class? - What will you take into your professional life, which you learned from taking this class? Discuss what your favorite tween or younger teen book was from your readings for the semester and why you liked it the best?

Weekly Outlines
Schedule/Assignments/Readings

  • WEEK 1 – August 24 - August 30th

    Discussion Thread #0
    Tell the class about your background, occupation, where you are in the program and any other family or personal information you would like to share. (0 points)

    Readings
    Textbooks
    • Lesesne, Introduction, Chapter 1
    • Anderson, Introduction, Chapter 1
    Under Lessons on class site/ Week 1
    • Growing Up Forgotten – Introduction, The Family and the Young Adolescent, and the Conclusion
    Lecture – Assignment and Expectations

    OPTIONAL ELLUMINATE SESSION AUGUST 27th 6-7:30 p.m. Pacific Time.
    Lecture recorded and archived on Elluminate site for future reference.

    Weekly Topics: Class Overview
    Defining the younger teen or tweens: this age grouping is quite recent, but marketed to heavily, including mainstream publishers, and there is a trend in libraries to shelve materials for this age group separately. Development, Demographics, Special Considerations
  • WEEK 2 – August 31 to September 6

    Discussion Thread - None

    Readings
    Textbooks
    • Lesesne, Chapter 2
    • Anderson, Chapter 2
    • Goodstein, Intro, Chapter 1
    Under Lesson on Class Site - Week 2
    • Articles and websites as indicated
    Weekly Topics: Information needs, technology growth, non-fiction, electronic materials, electronic communication, books tweens prefer to read, online references, software, websites

  • WEEK 3 - September 7 to September 13

    Discussion Thread
    - None

    Readings
    Textbooks
    • Lesesne, Chapter 3
    • Anderson, Chapter 3

    Under Lesson on Class Site - Week 3
    • Articles and websites as indicated

    Weekly Topics
    : Motivation, Fiction for tweens and younger teens, Genres

  • WEEK 4 – September 14 to September 20

    Discussion Thread #1
    Discuss brain articles and reading about tween development

    Readings

    In Textbooks
    • Goodstein, Chapter 2, 3
    Under Lesson on Class Site - Week 4
    • Articles and websites as indicated

    Weekly Topics: Brain and developmental stages of this age group, social networking
  • WEEK 5 – September 21 – September 27

    Discussion Thread
    - None

    Readings
    Textbooks
    • Anderson, Chapter 4 – 5 - Conclusion
    • Goodstein, Chapter 4
    Under Lessons on class site - Week 5
    • Articles and websites as indicated
    From Instructor's Blog
    • Listen to Booktalks on Instructor’s blog/uTube

    Elluminate Session
    LIBR 264 (10) – ATTENDANCE REQUIRED FOR THOSE IN THIS SECTION ONLY
    September 24 - 7-9:30 p.m. Pacific
    Discussion of the Absolutely True Diary of a Part-Time Indian, Sherman Alexi
    Note: Discussion questions sent out in advance of session

    Weekly Topics
    : BookTalking, Programming, Bullying in Cyberspace

  • WEEK 6 – September 28 – October 4

    Discussion Board - None

    Readings
    Textbooks

    • Lesesne – Chapter 4
    Under Lessons on class site - Week 6
    • Articles and websites as indicated
    Lecture – Genres

    ASSIGNMENT DUE – Digital Resources – September 30 – midnight
    Submit to dropbox

    Elluminate Session
    LIBR 264 (02-11) – ATTENDANCE FOR THOSE IN THESE TWO SECTIONS ONLY
    September 30 - 7-9:30 p.m. Pacific
    Discussion of the Absolutely True Diary of a Part-Time Indian, Sherman Alexie
    Note: Discussion questions sent out in advance of session

    Weekly Topics: Energizing, reconnect kids to books, read-alouds
  • WEEK 7 – October 5 to October 11

    Discussion Thread #2
    2 points (2 posts per student)
    Write a short booktalk aimed at a specific age group we are studying. It must be original. Post on the discussion thread and relate why you chose the title and why you think what you wrote will be appropriate for the age group you selected and in what settings you see performing it.

    Readings
    Textbooks

    • Lesesne – Chapter 5
    Under Lessons on class site - Week 7
    • Articles and websites as indicated

    Lecture
    – Selection Tools, Collection Development, Writing Reviews (on instructor’s blog/uTube)

    Weekly Topics: Follow-Up to reading – book report ideas, selection tools, writing reviews
  • WEEK 8 – October 12 to October 18

    Discussion Thread - None

    Readings
    Textbooks
    • Goodstein, Chapter 5
    Under Lessons on class site - Week 8
    • Articles and websites as indicated

    Weekly Topics: Parental Controls
  • WEEK 9 – October 19 to October 25

    Readings
    Textbooks

    • Goodstein, Chapter 6
    Under Lessons on class site - Week 9
    • Articles and websites as indicated

    ASSIGNMENT DUE
    – Author Study – October 21 – midnight to dropbox

    Weekly Topics: Teaching the Teachers, Genres, Authors
  • WEEK 10 – October 26 to November 1

    Discussion Thread - None

    Readings
    Textbooks

    • Goodstein, Chapter 7 and Conclusion
    Under Lessons on class site - Week 10
    • Articles and websites as indicated

    Weekly Topics: Power shifts, marketing
  • WEEK 11 - November 2 to November 8

    Discussion Thread #3
    Discuss materials (non-print) – value of gaming, movies, music to tweens of this age and what youth services librarians need to think about when developing/creating collection, programming and services for these age groups. 2 points (2 posts per student)

    Under Lessons on class site - Week 11
    • Articles and websites as indicated

    Weekly Topics: Intellectual Freedom and young adult and tween material
  • WEEK 12 - November 9 to November 15

    Discussion Thread - None

    Under Lessons on class site - Week 12
    • Articles and websites as indicated

    Weekly Topics: Research, Curriculum
  • WEEK 13 - November 16 to November 22

    Discussion Thread - None

    Under Lessons on class site - Week 13
    • Articles and websites as indicated

    Weekly Topics: TBD
  • WEEK 14 - November 23 to November 29

    Discussion Thread - None

    Under Lessons on class site - Week 14
    • Articles and websites as indicated

    Weekly Topics: TBD
  • WEEK 15 - November 30 to December 6

    Discussion Thread #4
    Reflections on the semester 2 points (2 posts per student) Discuss what your favorite tween or younger teen book was from your readings for the semester and why you liked it the best?

    Readings - None

    Elluminate Sessions
    LIBR 264 (02-11) – ATTENDANCE FOR THOSE IN THESE TWO SECTIONS ONLY
    December 1 – 7:9:30 p.m. Pacific
    Discussion of The Graveyard Book by Neil Gaiman
    Note: Discussion Questions sent out in advance of session

    LIBR 264 (10) – ATTENDANCE REQUIRED FOR THOSE IN THIS SECTION ONLY
    December 3 - 7-9:30 p.m. Pacific
    Discussion of The Graveyard Book by Neil Gaiman
    Note: Discussion Questions sent out in advance of session

    Weekly Topics: Work on database project/blog
  • WEEK 16 December 7 to December 8

    Discussion Thread - None

    Reading - None

    ASSIGNMENT - Database Project – Due December 4 – midnight
    Send your blog address to the instructor via email Weekly Topics: Work on database project/blog

Description of Assignments

  • DIGITAL RESOURCES OBSERVATION/ISSUES PAPER
    DUE OCTOBER 7, 2009 (by midnight)
    WORTH - 12 pts.


    DESCRIPTION
    Spend a minimum of three hours (total) examining resources of all kinds for tweens and younger teens (up to 14-years-of-age). In addition, observe for two hours tweens and younger teens in school, public library, or other environment where they would be using digital resources (beyond the readings for the class).

    Journal
    Include as an appendex Keep a journal documenting your observations, include where you did the observation, length of time you spent in the location/observing, and thoughts you have about the observation. Do the observation in multiple sessions (if you can) so you can see as many tweens/younger teens working with technology as you can. (See example of journal under Course Documents) You will then make the journal into an electronic form to include with the other parts of the assignment. You may single space your journal entries.

    Narrative/Body of Paper

    Write an issue’s paper to combine with your journal. The topic of the issue’s paper is the impact of digital technology on tweens and younger teens daily lives including what the future is for this age group growing up in a technological world. Bring together your research on the subject and personal reflections from what was glean into the issues from your observation session(s). Include references that go beyond personal opinion and class readings. Include in your paper what age group(s) you are concentrating on in the range of ages included in the class (9-14). Remember to provide the proper citation form (APA) in the body of the paper as well as on the reference page to give credit for sources and ideas used in the paper. Support personal opinions with expert opinions from the field of research. Double-space this section of your paper.

    ASSIGNMENT FORMATTING COMPOSITION/MECHANICAL ISSUES

    Papers must include:
    • Introduction and Summary
    • Cover/Title page
    • Page numbering
    • Name of assignment on each page (other than the cover page)
    • Reference Page/Works Cited in full accordance with APA formatting
    • Citations within the body of the paper need to be in full accordance with APA format
    • No handwritten papers or journals allowed - (see clarifications above) Double-space the paper and single-space the journal
    • Spelling, grammar, and syntactical errors will result in loss of points on the overall assignment grade
    • LENGTH - 15 pages maximum, excluding journal, title page, and references.
    WRITING-RESEARCH STANDARDS
    Students must produce assignments that meet writing and research standards appropriate for students in a Master’s program of study. It is important to proofread your work before turning it in. Any grammatical errors or poor writing will cause a loss of points on the assignment. Use active voice not passive in your compositions whenever possible – writing in an active voice helps you eliminate wordiness and makes your “voice” more assertive/positive. EXAMPLES OF ASSIGNMENT: There are examples of different elements of the assignment under Lessons from YA 15-18 to show format. The instructor is teaching Materials for Tweens for the first time and has no examples from this class.

    Competencies: 2,4/Objectives: A
  • GROUP PRESENTATIONS
    WORTH - 20 pts.
    SEE SCHEDULE BELOW FOR PRESENTATIONS


    Please make sure you note the section you are in and when you will be presenting. You must attend the two sessions scheduled for your section but you may attend the other section’s presentations if you choose to.

    LIBR 264 (02-11) – ATTENDANCE FOR THOSE IN THESE TWO SECTIONS ONLY
    October 21 – 7-9:30 p.m. Pacific
    Group Presentations – Groups 1-2-3
    November 18 – 7:9:30 p.m. Pacific
    Group Presentations – Groups 4-5-6

    LIBR 264 (10) – ATTENDANCE REQUIRED FOR THOSE IN THIS SECTION ONLY
    October 29 – 7:9:30 p.m. Pacific
    Group Presentations – Groups 1-2-3
    November 12 - 7-9:30 p.m. Pacific
    Group Presentations – Groups 4-5-6

    DESCRIPTION
    • The instructor will divide the members of the class into presentation groups.
    • The instructor will assign each presentation group a topic to research.
    • Topics – similar topics assigned to the different sections as groups will not be presenting on the same nights or to the same audience.
    • Each group will research their assigned topic and then present a 30-minute lecture/seminar on the topic. Each group member must participate fully in the research for the presentation and in the presentation itself. The group may decide what format they will use to present. The presentation to be created in a multimedia format (use powerpoint, video, combination of both) and must coordinate in advance with the Elluminate graduate assistant to make sure that everything works smoothly.

    All members of the group receive the same grade for the assignment (20 points) (research, presentation, evaluation). Each student must complete the evaluation form – for both their group’s presentation as well as the other groups in their section of the class. Those students not completing the evaluation will have 2 points deducted from their individual score (others in the group will not be penalized for another individual's non-compliance with requirement).
  • AUTHOR STUDY
    DUE OCTOBER 19, 2009 by midnight
    WORTH - 15 PTS


    DESCRIPTION
    Each student will select a tween author (one appropriate for Tweens and younger adolescents in the 9-14 year old age range).

    The instructor must approve the author before the student starts doing the research for the paper. Students should send author choice to the instructor (via email) as early in the semester as possible.

    Do not select an author that writes predominantly for teens 15-18 unless the titles are appropriate for the younger age group(s). The paper must present a well-rounded view of the author, their life and work, and any other details that the student feels would be relevant to include in the assignment.

    There is a list of tween and younger teen author’s on the Lessons page. Elements that must be included in the assignment:

    Elements that must be included in the assignment:
    • Introduction to the author including author biographical details
    • Description of the author’s body of work
    • Significance of work in the field of tween and younger adolescent literature
    • Awards and other recognition the author has received
    • Summary
    • Anything else you, as the writer, you would like to include about the author.
    • LENGTH: 25 pages maximum, count does not include the title page and reference page(s).
    ASSIGNMENT FORMATTING COMPOSITION/MECHANICAL ISSUES
    Papers must include:
    • All elements as listed above
    • Cover/Title page
    • Page numbering
    • Name of assignment on each page (other than the cover page)
    • Reference Page/Works Cited in full accordance with APA formatting
    • Citations within the body of the paper need to be in full accordance with APA format
    • No handwritten papers allowed – papers must be double-spaced
    • Spelling, grammar, and syntactical errors will result in loss of points on the assignment
    WRITING-RESEARCH STANDARDS
    Students must produce assignments that meet writing and research standards appropriate for students in a Master’s program of study. It is important to proofread your work before turning it in. Any grammatical errors or poor writing will cause a loss of points on the assignment. Use active voice not passive in your compositions whenever possible – writing in an active voice helps you eliminate wordiness and makes your “voice” more assertive/positive.

    Competencies: 1,2/Objectives: A, B, C, D, E
  • YOUNG ADULT MATERIALS RESEARCH PROJECT
    DUE DECEMBER 4, 2009 (by midnight)
    WORTH - 30 POINTS
    SEND URL TO INSTRUCTOR (VIA EMAIL)

    DESCRIPTION
    Create a blog for the assignment.  Use a blog creation site that can format the blog as the assignment dicatates. Blogspot and LiveJournal are two blog creation sites that work well. Several blog creation sites do not index per the guidelines of the assignment and do not allow the proper layout of each entry. Choose your tool wisely. Please see the criteria included in the list below and follow the directions related to its inclusion in your project. This research project must include all types of materials for tweens and teens.

    COMPOSITION: 50 titles are required for your project (the instructor assumes that you have read, watched, played, or listened to each of them).
    The project must include materials focused for teens aged 15-18.
    Adult Titles can be included as "cross overs" but must be labeled as such.
    You are allowed to have 10 out of the 50 be adult "cross-overs".

    Composition: 50 entries are required for your project (the instructor assumes you have read, watched, played, or listened to each of them).

    You may include up to 25 non-print items (DVD, Games, Music CD's) in your 50 required entries. The database must include at least 10 non-print items. You may include only two titles from a series – you can put a description of the other books in the series in a Note section included in the entry.

    General Tips
    • Use the names of the individual parts of the assignment as the headers throughout your blog.
    • Each element must be separate from the others and do not combine elements.
    • Treat the homepage of your blog as you would a title page in a written paper. Include your full name, assignment name, class number, instructor’s name, and date of assignment.
    • Blog must be easily searchable – please see description above
    The project must include the following elements however you can add other elements of your choosing:
    • Bibliographic information (at a minimum Title, Author, ISBN (or other identifying numbers as will be present on DVD's, Publisher, Copyright Date)
    • Plot Summary (compose in your own words)
    • Critical Evaluation (compose in your own words)
    • Reader’s Annotation (compose in your own words)
    • Information about the author (compose in your own words) • Genre • Curriculum Ties, if any
    • Booktalking Ideas (compose in your own words – don’t write a booktalk just the ideas from the title that you could develop one from if you had to do so)
    • Reading Level/Interest Age
    • Challenge Issues, if any and brief idea of how the work would be defended if challenged – not just justification of content but process
    • Why did you include this book in the titles you selected? (Compose in your own words) List selection tools that helped in your selection or support of your selection made
    • An index showing all titles included in the project for easy searching on the homepage in a predominant place in alphabetical order. Other indexes are allowed – author, genre but title is to be the primary
    • Reference page is optional.

    PROJECT Example: There is an example of a previous student’s blog from the older YA materials class on the class Angel site. This is the first time I have taught Tweens so I do not have an example from this class for the assignment. This is not a blog designed for 9-14 but given so that you can see format.

    WRITING-RESEARCH STANDARDS
    Students must produce assignments that meet writing and research standards appropriate for students in a Master’s program of study. It is important to proofread your work before turning it in. Any grammatical errors or poor writing will cause a loss of points on the assignment. Use active voice not passive in your compositions whenever possible – writing in an active voice helps you eliminate wordiness and makes your “voice” more assertive/positive.

    SUGGESTED LENGTH: None, blog format

    Competencies: 1,2/Objectives: A, B, C, D, E

Textbooks and Readings

Required Textbook:

  • Alexie, S. (2007). The Absolutely True Diary of a Part-Time Indian. New York, NY: Hachette Book Group. Available through Amazon: 0316013684. arrow gif indicating link outside sjsu domain
  • Anderson, S. (2006). Serving Young Teens and Tweens. Westport, CT: Libraries Unlimited. Available through Amazon: 1591582598. arrow gif indicating link outside sjsu domain
  • Gaiman, N. (2008). The Graveyard Book. New York, NY: HarperCollins. Available through Amazon: 0060530928. arrow gif indicating link outside sjsu domain
  • Goodstein, A. (2007). totally wired: What teens and tweens are really doing online. New. York: St. Martin's Press. Available through Amazon: 0312360126. arrow gif indicating link outside sjsu domain
  • Lesesne, T (2006). Naked Reading. Portland, ME: Stenhouse Publishers. Available through Amazon: 1571104168. arrow gif indicating link outside sjsu domain


Grading Scale

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

97 to 100 A
94 to 96 A minus
91 to 93 B plus
88 to 90 B
85 to 87 B minus
82 to 84 C plus
79 to 81 C
76 to 78 C minus
73 to 75 D plus
70 to 72 D
67 to 69 D minus
Below 67 F

 

In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:

  • C represents Adequate work; a grade of "C" counts for credit for the course;
  • B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
    For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation.  You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
  • A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.

Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).

University Policies

General Expectations, Rights and Responsibilities of the Student

As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.

Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:

  • "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
    • It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
    • In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
  • "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."

Academic integrity

Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.

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